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You searched for +publisher:"University of Georgia" +contributor:("Jo Blase"). Showing records 1 – 14 of 14 total matches.

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University of Georgia

1. Looft, Karen Gale. Teachers' perceptions of the evaluation process.

Degree: EdD, Educational Leadership, 2002, University of Georgia

 The purpose of this study was to explore teachers’ experiences with the implementation of new personnel evaluation processes and procedures in one county in Georgia.… (more)

Subjects/Keywords: Domain

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APA (6th Edition):

Looft, K. G. (2002). Teachers' perceptions of the evaluation process. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/looft_karen_g_200208_edd

Chicago Manual of Style (16th Edition):

Looft, Karen Gale. “Teachers' perceptions of the evaluation process.” 2002. Doctoral Dissertation, University of Georgia. Accessed December 11, 2019. http://purl.galileo.usg.edu/uga_etd/looft_karen_g_200208_edd.

MLA Handbook (7th Edition):

Looft, Karen Gale. “Teachers' perceptions of the evaluation process.” 2002. Web. 11 Dec 2019.

Vancouver:

Looft KG. Teachers' perceptions of the evaluation process. [Internet] [Doctoral dissertation]. University of Georgia; 2002. [cited 2019 Dec 11]. Available from: http://purl.galileo.usg.edu/uga_etd/looft_karen_g_200208_edd.

Council of Science Editors:

Looft KG. Teachers' perceptions of the evaluation process. [Doctoral Dissertation]. University of Georgia; 2002. Available from: http://purl.galileo.usg.edu/uga_etd/looft_karen_g_200208_edd


University of Georgia

2. Murphey, Ann Altmayer. Teachers' reflective perspectives as they implement a new program.

Degree: EdD, Educational Leadership, 2002, University of Georgia

 The purpose of this study was to describe the perspectives of teachers as they implemented a new program. A grounded theory approach was used to… (more)

Subjects/Keywords: Reflection

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APA (6th Edition):

Murphey, A. A. (2002). Teachers' reflective perspectives as they implement a new program. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/murphey_ann_a_200208_edd

Chicago Manual of Style (16th Edition):

Murphey, Ann Altmayer. “Teachers' reflective perspectives as they implement a new program.” 2002. Doctoral Dissertation, University of Georgia. Accessed December 11, 2019. http://purl.galileo.usg.edu/uga_etd/murphey_ann_a_200208_edd.

MLA Handbook (7th Edition):

Murphey, Ann Altmayer. “Teachers' reflective perspectives as they implement a new program.” 2002. Web. 11 Dec 2019.

Vancouver:

Murphey AA. Teachers' reflective perspectives as they implement a new program. [Internet] [Doctoral dissertation]. University of Georgia; 2002. [cited 2019 Dec 11]. Available from: http://purl.galileo.usg.edu/uga_etd/murphey_ann_a_200208_edd.

Council of Science Editors:

Murphey AA. Teachers' reflective perspectives as they implement a new program. [Doctoral Dissertation]. University of Georgia; 2002. Available from: http://purl.galileo.usg.edu/uga_etd/murphey_ann_a_200208_edd


University of Georgia

3. Wilson, Catherine Langille. Teachers' perceptions of the impact of action research on metacognitive development.

Degree: EdD, Educational Leadership, 2007, University of Georgia

 The purpose of this study was to identify teachers’ perceptions of the impact of action research on metacognitive development. This study was guided by the… (more)

Subjects/Keywords: Metacognition

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APA (6th Edition):

Wilson, C. L. (2007). Teachers' perceptions of the impact of action research on metacognitive development. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/wilson_catherine_l_200712_edd

Chicago Manual of Style (16th Edition):

Wilson, Catherine Langille. “Teachers' perceptions of the impact of action research on metacognitive development.” 2007. Doctoral Dissertation, University of Georgia. Accessed December 11, 2019. http://purl.galileo.usg.edu/uga_etd/wilson_catherine_l_200712_edd.

MLA Handbook (7th Edition):

Wilson, Catherine Langille. “Teachers' perceptions of the impact of action research on metacognitive development.” 2007. Web. 11 Dec 2019.

Vancouver:

Wilson CL. Teachers' perceptions of the impact of action research on metacognitive development. [Internet] [Doctoral dissertation]. University of Georgia; 2007. [cited 2019 Dec 11]. Available from: http://purl.galileo.usg.edu/uga_etd/wilson_catherine_l_200712_edd.

Council of Science Editors:

Wilson CL. Teachers' perceptions of the impact of action research on metacognitive development. [Doctoral Dissertation]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/wilson_catherine_l_200712_edd


University of Georgia

4. Arnau, Lea Meyer. The perspectives of veteran high school teachers participating in a voluntary peer coaching program.

Degree: EdD, Educational Leadership, 2001, University of Georgia

 The purpose of this study was to describe the perspectives of veteran teachers who participated in a voluntary peer coaching program at one suburban high… (more)

Subjects/Keywords: Veteran Teacher

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APA (6th Edition):

Arnau, L. M. (2001). The perspectives of veteran high school teachers participating in a voluntary peer coaching program. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/arnau_lea_m_200112_edd

Chicago Manual of Style (16th Edition):

Arnau, Lea Meyer. “The perspectives of veteran high school teachers participating in a voluntary peer coaching program.” 2001. Doctoral Dissertation, University of Georgia. Accessed December 11, 2019. http://purl.galileo.usg.edu/uga_etd/arnau_lea_m_200112_edd.

MLA Handbook (7th Edition):

Arnau, Lea Meyer. “The perspectives of veteran high school teachers participating in a voluntary peer coaching program.” 2001. Web. 11 Dec 2019.

Vancouver:

Arnau LM. The perspectives of veteran high school teachers participating in a voluntary peer coaching program. [Internet] [Doctoral dissertation]. University of Georgia; 2001. [cited 2019 Dec 11]. Available from: http://purl.galileo.usg.edu/uga_etd/arnau_lea_m_200112_edd.

Council of Science Editors:

Arnau LM. The perspectives of veteran high school teachers participating in a voluntary peer coaching program. [Doctoral Dissertation]. University of Georgia; 2001. Available from: http://purl.galileo.usg.edu/uga_etd/arnau_lea_m_200112_edd


University of Georgia

5. Fish, Helen Therese. Teachers' perspectives of shared governance after a ten year implementation in a Georgia primary school.

Degree: PhD, Educational Leadership, 2001, University of Georgia

 Scant empirical work on the problems, benefits, and key issues related to teacher involvement in decision-making and governance continued to exist in 2000. The literature… (more)

Subjects/Keywords: Empowerment

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APA (6th Edition):

Fish, H. T. (2001). Teachers' perspectives of shared governance after a ten year implementation in a Georgia primary school. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/fish_helen_t_200112_edd

Chicago Manual of Style (16th Edition):

Fish, Helen Therese. “Teachers' perspectives of shared governance after a ten year implementation in a Georgia primary school.” 2001. Doctoral Dissertation, University of Georgia. Accessed December 11, 2019. http://purl.galileo.usg.edu/uga_etd/fish_helen_t_200112_edd.

MLA Handbook (7th Edition):

Fish, Helen Therese. “Teachers' perspectives of shared governance after a ten year implementation in a Georgia primary school.” 2001. Web. 11 Dec 2019.

Vancouver:

Fish HT. Teachers' perspectives of shared governance after a ten year implementation in a Georgia primary school. [Internet] [Doctoral dissertation]. University of Georgia; 2001. [cited 2019 Dec 11]. Available from: http://purl.galileo.usg.edu/uga_etd/fish_helen_t_200112_edd.

Council of Science Editors:

Fish HT. Teachers' perspectives of shared governance after a ten year implementation in a Georgia primary school. [Doctoral Dissertation]. University of Georgia; 2001. Available from: http://purl.galileo.usg.edu/uga_etd/fish_helen_t_200112_edd


University of Georgia

6. Gant, Angela Leigh Beavers. Perspectives of three experienced teachers in new positions: a portraiture study.

Degree: EdD, Educational Leadership, 2002, University of Georgia

 This study examined the perspectives of three experienced new teachers during their first three months in their new schools. Research was conducted using the method… (more)

Subjects/Keywords: Experienced New Teachers

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APA (6th Edition):

Gant, A. L. B. (2002). Perspectives of three experienced teachers in new positions: a portraiture study. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/gant_angela_l_200205_edd

Chicago Manual of Style (16th Edition):

Gant, Angela Leigh Beavers. “Perspectives of three experienced teachers in new positions: a portraiture study.” 2002. Doctoral Dissertation, University of Georgia. Accessed December 11, 2019. http://purl.galileo.usg.edu/uga_etd/gant_angela_l_200205_edd.

MLA Handbook (7th Edition):

Gant, Angela Leigh Beavers. “Perspectives of three experienced teachers in new positions: a portraiture study.” 2002. Web. 11 Dec 2019.

Vancouver:

Gant ALB. Perspectives of three experienced teachers in new positions: a portraiture study. [Internet] [Doctoral dissertation]. University of Georgia; 2002. [cited 2019 Dec 11]. Available from: http://purl.galileo.usg.edu/uga_etd/gant_angela_l_200205_edd.

Council of Science Editors:

Gant ALB. Perspectives of three experienced teachers in new positions: a portraiture study. [Doctoral Dissertation]. University of Georgia; 2002. Available from: http://purl.galileo.usg.edu/uga_etd/gant_angela_l_200205_edd


University of Georgia

7. Sabatini, Ellen Marie. Teachers' perspectives of emergent teacher leadership in an elementary school.

Degree: EdD, Educational Leadership, 2002, University of Georgia

 The purpose of this study was to describe teachers' perspectives of emergent teacher leadership in an elementary school. This study was guided by a symbolic… (more)

Subjects/Keywords: Teacher Leadership

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APA (6th Edition):

Sabatini, E. M. (2002). Teachers' perspectives of emergent teacher leadership in an elementary school. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/sabatini_ellen_m_200212_edd

Chicago Manual of Style (16th Edition):

Sabatini, Ellen Marie. “Teachers' perspectives of emergent teacher leadership in an elementary school.” 2002. Doctoral Dissertation, University of Georgia. Accessed December 11, 2019. http://purl.galileo.usg.edu/uga_etd/sabatini_ellen_m_200212_edd.

MLA Handbook (7th Edition):

Sabatini, Ellen Marie. “Teachers' perspectives of emergent teacher leadership in an elementary school.” 2002. Web. 11 Dec 2019.

Vancouver:

Sabatini EM. Teachers' perspectives of emergent teacher leadership in an elementary school. [Internet] [Doctoral dissertation]. University of Georgia; 2002. [cited 2019 Dec 11]. Available from: http://purl.galileo.usg.edu/uga_etd/sabatini_ellen_m_200212_edd.

Council of Science Editors:

Sabatini EM. Teachers' perspectives of emergent teacher leadership in an elementary school. [Doctoral Dissertation]. University of Georgia; 2002. Available from: http://purl.galileo.usg.edu/uga_etd/sabatini_ellen_m_200212_edd


University of Georgia

8. Cantrell, Rita Annette. The effectiveness of a transition program on academic achievement of fourth grade students.

Degree: EdD, Educational Leadership, 2004, University of Georgia

 This study was designed to investigate the impact of merging factors associated with student productivity on fourth grade students‘ academic achievement in reading and mathematics.… (more)

Subjects/Keywords: Student Productivity

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APA (6th Edition):

Cantrell, R. A. (2004). The effectiveness of a transition program on academic achievement of fourth grade students. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/cantrell_rita_a_200405_edd

Chicago Manual of Style (16th Edition):

Cantrell, Rita Annette. “The effectiveness of a transition program on academic achievement of fourth grade students.” 2004. Doctoral Dissertation, University of Georgia. Accessed December 11, 2019. http://purl.galileo.usg.edu/uga_etd/cantrell_rita_a_200405_edd.

MLA Handbook (7th Edition):

Cantrell, Rita Annette. “The effectiveness of a transition program on academic achievement of fourth grade students.” 2004. Web. 11 Dec 2019.

Vancouver:

Cantrell RA. The effectiveness of a transition program on academic achievement of fourth grade students. [Internet] [Doctoral dissertation]. University of Georgia; 2004. [cited 2019 Dec 11]. Available from: http://purl.galileo.usg.edu/uga_etd/cantrell_rita_a_200405_edd.

Council of Science Editors:

Cantrell RA. The effectiveness of a transition program on academic achievement of fourth grade students. [Doctoral Dissertation]. University of Georgia; 2004. Available from: http://purl.galileo.usg.edu/uga_etd/cantrell_rita_a_200405_edd


University of Georgia

9. Lanman, Kathleen Fourez. Teachers' perspectives of principal care.

Degree: EdD, Educational Leadership, 2004, University of Georgia

 The purpose of this study was twofold—to explore teachers’ perspectives of principal caring characteristics (strategies, behaviors, attitudes, values, and goals) and to determine the perceived… (more)

Subjects/Keywords: Principal care

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APA (6th Edition):

Lanman, K. F. (2004). Teachers' perspectives of principal care. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/lanman_kathleen_f_200405_edd

Chicago Manual of Style (16th Edition):

Lanman, Kathleen Fourez. “Teachers' perspectives of principal care.” 2004. Doctoral Dissertation, University of Georgia. Accessed December 11, 2019. http://purl.galileo.usg.edu/uga_etd/lanman_kathleen_f_200405_edd.

MLA Handbook (7th Edition):

Lanman, Kathleen Fourez. “Teachers' perspectives of principal care.” 2004. Web. 11 Dec 2019.

Vancouver:

Lanman KF. Teachers' perspectives of principal care. [Internet] [Doctoral dissertation]. University of Georgia; 2004. [cited 2019 Dec 11]. Available from: http://purl.galileo.usg.edu/uga_etd/lanman_kathleen_f_200405_edd.

Council of Science Editors:

Lanman KF. Teachers' perspectives of principal care. [Doctoral Dissertation]. University of Georgia; 2004. Available from: http://purl.galileo.usg.edu/uga_etd/lanman_kathleen_f_200405_edd


University of Georgia

10. Crosslin, Neill Orlanda. Students' perceptions of motivation in the instrumental music classroom.

Degree: EdD, Educational Leadership, 2004, University of Georgia

 The purpose of this qualitative study was to describe students’ perceptions of motivation in the instrumental music classroom. This study was guided by a symbolic… (more)

Subjects/Keywords: Motivation

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APA (6th Edition):

Crosslin, N. O. (2004). Students' perceptions of motivation in the instrumental music classroom. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/crosslin_neill_o_200408_edd

Chicago Manual of Style (16th Edition):

Crosslin, Neill Orlanda. “Students' perceptions of motivation in the instrumental music classroom.” 2004. Doctoral Dissertation, University of Georgia. Accessed December 11, 2019. http://purl.galileo.usg.edu/uga_etd/crosslin_neill_o_200408_edd.

MLA Handbook (7th Edition):

Crosslin, Neill Orlanda. “Students' perceptions of motivation in the instrumental music classroom.” 2004. Web. 11 Dec 2019.

Vancouver:

Crosslin NO. Students' perceptions of motivation in the instrumental music classroom. [Internet] [Doctoral dissertation]. University of Georgia; 2004. [cited 2019 Dec 11]. Available from: http://purl.galileo.usg.edu/uga_etd/crosslin_neill_o_200408_edd.

Council of Science Editors:

Crosslin NO. Students' perceptions of motivation in the instrumental music classroom. [Doctoral Dissertation]. University of Georgia; 2004. Available from: http://purl.galileo.usg.edu/uga_etd/crosslin_neill_o_200408_edd


University of Georgia

11. Leathers, Joyce Carol. Female high school teachers’ perceptions of reasons for leaving the profession.

Degree: EdD, Educational Leadership, 2004, University of Georgia

 The purpose of this study was to describe perceptions of female high school teachers who after teaching five or less years in a southeastern Georgia(more)

Subjects/Keywords: Teacher attrition

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APA (6th Edition):

Leathers, J. C. (2004). Female high school teachers’ perceptions of reasons for leaving the profession. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/leathers_joyce_c_200412_phd

Chicago Manual of Style (16th Edition):

Leathers, Joyce Carol. “Female high school teachers’ perceptions of reasons for leaving the profession.” 2004. Doctoral Dissertation, University of Georgia. Accessed December 11, 2019. http://purl.galileo.usg.edu/uga_etd/leathers_joyce_c_200412_phd.

MLA Handbook (7th Edition):

Leathers, Joyce Carol. “Female high school teachers’ perceptions of reasons for leaving the profession.” 2004. Web. 11 Dec 2019.

Vancouver:

Leathers JC. Female high school teachers’ perceptions of reasons for leaving the profession. [Internet] [Doctoral dissertation]. University of Georgia; 2004. [cited 2019 Dec 11]. Available from: http://purl.galileo.usg.edu/uga_etd/leathers_joyce_c_200412_phd.

Council of Science Editors:

Leathers JC. Female high school teachers’ perceptions of reasons for leaving the profession. [Doctoral Dissertation]. University of Georgia; 2004. Available from: http://purl.galileo.usg.edu/uga_etd/leathers_joyce_c_200412_phd


University of Georgia

12. Longshore, Deborah. Beginning teachers' perspectives on memtoring programs in rural elementary schools.

Degree: EdD, Educational Leadership, 2004, University of Georgia

 The purpose of this study was to explore beginning teachers’ perspectives on mentoring programs in rural elementary schools. Symbolic interactionism was the theoretical framework of… (more)

Subjects/Keywords: Rural Beginning Teachers

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APA (6th Edition):

Longshore, D. (2004). Beginning teachers' perspectives on memtoring programs in rural elementary schools. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/longshore_deborah_d_200412_edd

Chicago Manual of Style (16th Edition):

Longshore, Deborah. “Beginning teachers' perspectives on memtoring programs in rural elementary schools.” 2004. Doctoral Dissertation, University of Georgia. Accessed December 11, 2019. http://purl.galileo.usg.edu/uga_etd/longshore_deborah_d_200412_edd.

MLA Handbook (7th Edition):

Longshore, Deborah. “Beginning teachers' perspectives on memtoring programs in rural elementary schools.” 2004. Web. 11 Dec 2019.

Vancouver:

Longshore D. Beginning teachers' perspectives on memtoring programs in rural elementary schools. [Internet] [Doctoral dissertation]. University of Georgia; 2004. [cited 2019 Dec 11]. Available from: http://purl.galileo.usg.edu/uga_etd/longshore_deborah_d_200412_edd.

Council of Science Editors:

Longshore D. Beginning teachers' perspectives on memtoring programs in rural elementary schools. [Doctoral Dissertation]. University of Georgia; 2004. Available from: http://purl.galileo.usg.edu/uga_etd/longshore_deborah_d_200412_edd


University of Georgia

13. Sumpter, Tricia Ballew. Elementary assistant principals' perspectives of their instructional leadership role.

Degree: EdD, Educational Leadership, 2004, University of Georgia

 The purpose of this qualitative study was to explore elementary assistant principals’ perspectives on their instructional leadership role and assess those perspectives in light of… (more)

Subjects/Keywords: Assistant Principal Instructional Leadership

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APA (6th Edition):

Sumpter, T. B. (2004). Elementary assistant principals' perspectives of their instructional leadership role. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/sumpter_tricia_b_200412_edd

Chicago Manual of Style (16th Edition):

Sumpter, Tricia Ballew. “Elementary assistant principals' perspectives of their instructional leadership role.” 2004. Doctoral Dissertation, University of Georgia. Accessed December 11, 2019. http://purl.galileo.usg.edu/uga_etd/sumpter_tricia_b_200412_edd.

MLA Handbook (7th Edition):

Sumpter, Tricia Ballew. “Elementary assistant principals' perspectives of their instructional leadership role.” 2004. Web. 11 Dec 2019.

Vancouver:

Sumpter TB. Elementary assistant principals' perspectives of their instructional leadership role. [Internet] [Doctoral dissertation]. University of Georgia; 2004. [cited 2019 Dec 11]. Available from: http://purl.galileo.usg.edu/uga_etd/sumpter_tricia_b_200412_edd.

Council of Science Editors:

Sumpter TB. Elementary assistant principals' perspectives of their instructional leadership role. [Doctoral Dissertation]. University of Georgia; 2004. Available from: http://purl.galileo.usg.edu/uga_etd/sumpter_tricia_b_200412_edd


University of Georgia

14. Rinaldi, Anna Grace Puma. Teachers' perspectives of the career-stage appropriateness of professional learning programs.

Degree: EdD, Educational Leadership, 2007, University of Georgia

 The purpose of this study was to describe teachers’ perspectives regarding career- stage appropriateness of professional growth opportunities offered in one countywide school system in… (more)

Subjects/Keywords: Profesional learning

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APA (6th Edition):

Rinaldi, A. G. P. (2007). Teachers' perspectives of the career-stage appropriateness of professional learning programs. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/rinaldi_anna_g_200708_edd

Chicago Manual of Style (16th Edition):

Rinaldi, Anna Grace Puma. “Teachers' perspectives of the career-stage appropriateness of professional learning programs.” 2007. Doctoral Dissertation, University of Georgia. Accessed December 11, 2019. http://purl.galileo.usg.edu/uga_etd/rinaldi_anna_g_200708_edd.

MLA Handbook (7th Edition):

Rinaldi, Anna Grace Puma. “Teachers' perspectives of the career-stage appropriateness of professional learning programs.” 2007. Web. 11 Dec 2019.

Vancouver:

Rinaldi AGP. Teachers' perspectives of the career-stage appropriateness of professional learning programs. [Internet] [Doctoral dissertation]. University of Georgia; 2007. [cited 2019 Dec 11]. Available from: http://purl.galileo.usg.edu/uga_etd/rinaldi_anna_g_200708_edd.

Council of Science Editors:

Rinaldi AGP. Teachers' perspectives of the career-stage appropriateness of professional learning programs. [Doctoral Dissertation]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/rinaldi_anna_g_200708_edd

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